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Trilingualism and Reading Difficulty in a Third (School) Language: A Case Study of an At-Risk Child in French Immersion
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Maria Claudia Petrescu; Rena Helms-Park – Journal of Early Childhood Literacy, 2024
This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…
Descriptors: Multilingualism, Decoding (Reading), Word Recognition, Reading Difficulties
Differences in Achievement between Students Enrolled in a Transitional, Early Exit Bilingual Program and in a Dual Language: Two-Way Immersion Bilingual Program--A Pilot Study
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Nascimento, Frank C. – ProQuest LLC, 2012
The current pilot study compares the overall academic achievement in the area of language arts literacy among elementary bilingual students enrolled in either a Dual Language: Two-Way Immersion program or in an Early Exit, Transitional Bilingual program in a large urban public school district. By analyzing the results of curriculum based measures…
Descriptors: Academic Achievement, Reading Comprehension, Bilingualism, Bilingual Students
Development of Reading Skills from K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction
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Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R. – Reading and Writing: An Interdisciplinary Journal, 2012
The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…
Descriptors: Reading Comprehension, Immersion Programs, Oral Language, Reading Achievement